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A Novartis social business in India completely separated the activities of its social and business units—the former engaging in raising the health awareness of villagers and encouraging them to visit free health camps, while the latter developed affordable medicine delivered directly to village pharmacies. Connections between these units were made through open and fluid market-type mechanisms, and by appealing to the needs and interests of villagers with incentives. This synchronized business model was developed partly because Novartis believed in villagers' self-initiated behavior for health improvements, which made it not interfere into marginalized institutions, and more significantly because it used its internalized control and coordination systems with clear goals of social contribution in operating the business unit. Consequently, Novartis achieved economies of scale, business sustainability, and social contribution.

Building on the introduction to positive psychology and positive education in Chapter 1, the aim of Chapter 3 is to focus on wellbeing and positive education in secondary schools. This includes an overview of approaches to intervening in mental health (‘traditional’ and those which draw on the principles of positive psychology) that have been used in schools, and the factors that can influence their outcomes. When and how to apply interventions across three levels: the system, the community, and the individual, are also explored, alongside four different approaches: whole school, whole class, small group, and one-to-one. The chapter draws on up-to-date research and practical experience in secondary school settings, and includes a case study of Positive Psychology in Practice, based on the delivery (by the author) of a multi-component PPI (mPPI) – The Hummingbird Project, which has now been delivered to approximately 4,000 students in 24 secondary schools across the North West of England. The effectiveness of the mPPI, key lessons learned and insights gained are shared, including how to overcome the challenges of working in a culture not conducive to positive education.

COVID-19’s influence on the teaching profession will be felt for many years as teachers faced experiences that they have never encountered. The pandemic forced already taxed teachers to assume additional responsibilities, many of which they were not prepared to deal with. The result was an exodus of teachers from the profession, and those who remained reported challenges that impacted their personal and professional lives. The authors describe the effects on teachers and the impact that this had on them, including reasons why many departed from teaching. In closing, the authors offer recommendations to teacher preparation programs, districts, and schools.

Purpose: Previous research has found that people’s trust in a source of information affects whether they will expose themselves to information from that source, pay attention to that source, and the likelihood that they will act on the information obtained from that source. This study tracked trends in levels of trust in different health information sources over time and investigated sociodemographic predictors of trust in these sources.

Methodology/Approach: Data were drawn from the Health Information National Trends Survey (HINTS), a nationally representative, cross-sectional survey of adults in the USA. Weighted percentages, means, and standard errors for trust in health information sources were computed using data from four iterations of the survey (2005, 2009, 2012, and 2013). Weighted multivariable logistic regression models were employed to investigate associations between sociodemographic variables and level of trust in health information sources using HINTS 2013 data.

Findings: Trend analyses revealed declining trust in “traditional” mass media channels, such as television and radio, for health information and consistently high trust in interpersonal sources, like physicians, over the past decade. Regression analyses showed that those with more education (ORs 2.93–4.59, p < 0.05) and higher incomes (ORs 1.65–2.09, p < 0.05) were more likely to trust the Internet for health information than those with less education and lower incomes. Non-Hispanic Blacks and Hispanics were more likely to trust mass media channels in comparison to Non-Hispanic Whites (ORs 1.73–2.20, p < 0.05).

Implications: These findings can be used to inform the strategic selection of channels for disseminating health information to certain demographic groups.